In Spring 2020, swift modifications in teacher preparation programs in Hawaiʻi were deployed to ensure pre-service teachers met college degree and state licensure requirements during COVID-19. Teacher educators worked with school partners to create clinical experiences that helped pre-service teachers build effective teaching practices that could migrate from online to face-to-face settings. At the time, it was unclear how the effects of program modifications would impact their first year of teaching. As beginning teachers (SY 2021-2022), they relied upon induction and mentoring programs to support their transition to in-person instruction during a global pandemic. Similarly, induction mentors shifted their approaches to support beginning teachers in this new normal. This inquiry examines the relationships between induction mentors and beginning teachers to (1) understand the interactions and perceptions that influence professional outcomes and the effectiveness of the school’s induction program, and (2) how the teacher preparation program experiences affected the readiness and learning needs of new teachers during a global pandemic. By analyzing data from surveys and focus groups, initial findings from this case study suggest that trust and communication may influence the effectiveness of the mentoring relationship. In addition, these initial findings suggest clearer definitions and purpose of induction and mentoring programs are needed to facilitate conversations between mentors and beginning teachers and inform induction program initiatives.

Authors:
Ronnie Tiffany-Kinder, University of Hawaii at Manoa, United States
Jennifer Padua, University of Hawaii at Manoa, United States
Rayna Fujii, University of Hawaii at Manoa, United States

About the Presenter(s)
Dr Ronnie Tiffany-Kinder is a University Assistant Professor/Lecturer at University of Hawaii at manoa, United States

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